Level I - EMC Publishing

Transcription

Level I
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Differentiated Instruction for Advanced Students, Level I
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ISBN 978-0-82193-063-2
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Printed in the United States of America
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CONTENTS
Introduction
vi
Unit 1
The Circuit / Harvesting Hope: The Story of César Chávez
Informational Text Project: César Chávez
Eleven
Literary Analysis Activity: Point of View
The Sand Castle / Forecast: A Warmer World
Primary and Secondary Source Project: Global Warming
La Bamba
Independent Author Study: Gary Soto
1
3
6
8
Unit 2
Becky and the Wheels-and-Brake Boys / The Southpaw
Comparing Literature Activity: Realistic Fiction
The Dog of Pompeii / Pompeii
Historical Nonfiction Study: Writing About Volcanoes
President Cleveland, Where Are You? / Card-Carrying Collectors
Primary Source Project: Trading Cards
The King of Mazy May
Independent Author Study: Jack London
9
10
12
14
Unit 3
Abd al-Rahman Ibrahima
Geography Connection Activity: West Africa
from The Need for Solidarity Among Ethnic Groups
Social Studies Connection Project: Myanmar
from There Is No Salvation for India
Informational Text Project: Gandhi’s Philosophy of Nonviolence
from Woodsong
Independent Author Study: Gary Paulsen
15
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19
21
Unit 4
The Five “Wanderers” of the Ancient Skies
Primary Source Project: Images of the Solar System
Developing Your Chops / Muddy Waters, from The Blues Singers
Comparing Literature Activity: Author’s Purpose
from Gorillas in the Mist / from Woman in the Mists
Informational Text Project: Talking with the Animals
The Adventures of Tintin: The Black Island
Independent Genre Study: Comic Strips
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Differentiated Instruction for Advanced Students
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Unit 5
Abuelito Who / The Bats, from Under the Royal Palms
Primary Source Project: Reading Memoirs
Jabberwocky / from The Other Alice
Informational Text Activity: Biographical Narrative
There Is No Word for Goodbye / If You Should Go
Comparing Literature Activity: Theme
Jimmy Jet and His TV Set
Independent Author Study: Shel Silverstein
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Unit 6
The Wreck of the Hesperus / Dangers of the Deep
Primary Source Project: Researching a Shipwreck
Seal / Whale Breathing
Comparing Literature Activity: Diction in Poetry
Haiku
Poetic Form Study: Haiku
We grow accustomed to the Dark—
Independent Author Study: Emily Dickinson
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37
38
Unit 7
In the Fog / from Gettysburg
Informational Text Activity: Civil War Battles
The Fairies’ Lullaby / The Stolen Child
Comparing Literature Activity: Sound Devices
Do You Think I’m Crabby?
Primary Source Project: “Peanuts” Comic Strip
The Phantom Tollbooth
Independent Reading Activity: Themes of The Phantom Tollbooth
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42
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Unit 8
Arachne / The Orb Weaver
Cultural Connection Activity: Ancient Greek Culture
Why Monkeys Live in Trees
Genre Study: Folk Tales Explaining Nature
The Magic Mortar / The Stone
Comparing Literature Activity: Characters in Folk Literature
Clever Anaeet
Independent Reading Project: Retelling a Folk Tale
Answer Key
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Introduction
Universities and employers have found that many incoming students and entrylevel employees lack the reading and writing skills needed to succeed in their
new endeavors. Some blame this problem on a lack of rigor in the language arts
programs at the high school level. Studies show that most students want to be
challenged to gain the high-level skills that will help them succeed in college and in
the workplace. This is especially true for advanced students.
Differentiated Instruction for Advanced Students provides multiple
opportunities to engage students and to teach them the skills necessary to excel
in college-level, literature-based reading, thinking, discussion, and writing tasks.
This supplement contains extended lessons for four selections from each unit in
the Mirrors & Windows: Connecting with Literature Student Edition. These lessons
integrate a variety of resources and media to help students analyze, compare, and
appreciate literature from diverse cultures. The activities are designed to prepare
students to move beyond a basic understanding of what is occurring in the literary
text. Knowledge of characters, plot, and theme becomes the starting point rather
than the goal. Students are challenged to extend their comprehension skills and to
focus on critical analysis.
Each lesson focuses on a particular selection in the textbook. The lesson
expands on an aspect of that selection, often in many cases taking students outside
the textbook and connecting them with other pieces of literature or fields of study.
Students are then asked to respond by creating products, such as written essays
and research papers, multimedia presentations, and works of art and performance.
A broad range of activities are offered to motivate students and encourage
independent inquiry and learning, literary analysis and criticism, genre study,
and in-depth exploration of primary sources and informational texts.
Differentiated Instruction for Advanced Students provides students with
opportunities to hone their reading, writing, and research skills as they explore
the rich world of literature and beyond. The activities are not busywork, but
meaningful exercises of the mind that build skills students will need as they
progress through college and careers. The assignments help students become
deep thinkers, critical readers, and independent problem-solvers. As they are
challenged to meet higher expectations, they will come closer to realizing their
ever-expanding potential.
In addition to the wealth of meaningful lessons in this book, you will find
enrichment activities for every literature selection in the Differentiated Instruction
boxes located in the bottom margins of the Annotated Teacher’s Edition.
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Name: ____________________________________________________ Date: __________________
The Circuit / Harvesting Hope: The Story of César Chávez, page 42
INFORMATIONAL TEXT PROJECT
César Chávez
“The Circuit,” by Francisco Jiménez, is a story about migrant workers. The
biography Harvesting Hope: The Story of César Chávez, by Kathleen Krull, tells
the story of César Chávez who began organizing the workers. The passage in your
textbook focuses on Chávez’s childhood and on his first efforts to improve the lives
of migrant workers.
In this lesson, you will work with a group and use several different types of
informational texts to research aspects of Chávez’s life. You will find facts about
some of his most important ideas and experiences. Then you will use these facts to
write an informative paragraph about Chávez.
Research César Chávez
Information on the life, accomplishments, ideas, beliefs, and lasting contributions
of Chávez can be found in the following sources: full-length biographies in the
library; brief biographies in biographical references, encyclopedias, and the
Internet. Quotes by Chávez can be found in these sources as well as in quotation
reference books such as Bartlett’s Familiar Quotations.
Form a small group and search for information on Chávez in the library
or on the Internet. Copy the chart below on a separate sheet of paper and find
information for each topic. Use a different type of source for each type of fact.
Identify each source and paraphrase two or more facts from it. Record compelling
facts that will make an interesting paragraph.
Topic
Source
Facts
Life
Accomplishments
Ideas and beliefs
Lasting contributions
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Find direct quotes about or by Chávez and write them in the following
chart. Also identify your source for each quotation. See Language Arts
Handbook 5.6, Documenting Sources, in your textbook, for information
about documenting sources.
Quote About or by Chávez
Source
Write an Informative Paragraph
On your own, write a paragraph about Chávez using the facts from your chart. Use
the following guidelines to help you write:
• Write a thesis statement suggested by the facts on your chart.
• Think about the most effective way to arrange the facts. You might want to use
chronological order or order of importance.
• Use the direct quotes effectively, perhaps in your introduction or conclusion.
Share Your Paragraph
Share your completed paragraph with your group and then with the entire class.
Discuss how the group members’ paragraphs differ despite being based on the same
information. Discuss similarities and differences in your classmates’ paragraphs
based on the sources and facts that were used.
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Name: ____________________________________________________ Date: __________________
Eleven, page 68
LITERARY ANALYSIS ACTIVITY
Point of View
Recognizing a story’s point of view, or the perspective from which a story is told,
is important to understanding the text. “Eleven” is written from the first-person
point of view, in which the story is told by someone (Rachel) who participates in
the action. Having Rachel narrate the story allows you, the reader, to experience
the embarrassing incident at school as seen through her eyes. You get to know her
thoughts, feel her emotions, and witness her reactions to others.
What if the story were told by another character in the story, such as Mrs.
Price, Sylvia Saldívar, or Phyllis Lopez? How would their perspectives show the
incident with the red sweater in a different way? In this activity, you will have the
opportunity to put yourself in another character’s place and write the story as seen
through the eyes of that other person.
Get Started
Choose the perspective of Mrs. Price, Sylvia Saldívar, or Phyllis Lopez for this
writing assignment. Then consider what that individual is like as a person. What
personality traits does that character reveal to others? For example, is she kindhearted, bossy, sneaky, sympathetic, energetic, or humorous?
Fill in the graphic organizer below outlining the personality traits of your
chosen character. You may base your traits on words or actions from the story, or
you may create your own personality profile for the character. Write the character’s
name in the circle and her personality traits in the rectangles. As you are writing
your story, you will want to show (not tell!) the reader these personality traits
through the character’s words, actions, and thoughts.
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When you have finished filling in the graphic organizer, answer the following
questions. These questions will help guide you in writing your story.
1. Why does this character view what happened with the sweater differently
than Rachel?
2. What does this character say, do, or think?
3. Why does this character say, do, or think these things? In other words, what
motivates the character to behave this way?
Connect and Create
Now that you are familiar with your character and her motivations, you need to
briefly plan your story. Think about the following questions and then fill in the
outline.
I. Introduction: Where would you like your story to open? Should the action
start in the cloakroom with finding the red sweater? Should the story begin
in Mrs. Price’s classroom with identifying the owner of the red sweater?
Should the story open with your chosen character arriving home from school
and thinking back to that day’s events? You decide! Keep in mind that your
introduction needs to establish the main character and the opening setting.
II. Body: If your story does not open in Mrs. Price’s classroom, be sure to
establish that setting here. What key events occur in her classroom? What
is the reaction of your character? What are the reactions of others in the
classroom? From this character’s point of view, explain what happens at school
on Rachel’s birthday.
III. Conclusion: How do you want your story to end? Do you want your character
to feel good about her reaction to the incident? Do you want her to feel bad
about her actions in the classroom? What lasting impression do you want to
leave on the reader of your story?
Use your outline to help you write the first draft of your story on a separate piece
of paper. Add details to make your story more interesting. Sandra Cisneros used
imagery and repetition when she wrote “Eleven.” See if you can write in her style
using imagery and repetition.
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Story Outline
I. Introduction
A. Opening setting of story:
B. Actions of main character in opening setting:
II. Body (fill in as needed)
A. First event:
B. Second event:
C. Third event:
D. Fourth event:
E. Fifth event:
III. Conclusion
A. Main character’s feelings about incident:
B. Lasting impression for the reader of your story:
Check and Reflect
Exchange papers with a classmate to get a reaction to your story. Be sure to
highlight the things you like about each other’s stories. Mark any errors in
spelling, punctuation, and grammar that you see. Also mark confusing passages,
contradictions, and structural or organizational problems. Finally, offer ideas for
improving the story, if you have any.
When you get your paper back, correct any errors that were marked on it, and
consider your classmate’s concerns and suggestions. Then write a final draft of the
story. When you have finished the assignment, answer the following questions:
1. What did you learn about telling a story from a different point of view?
2. What makes first-person point of view the most personal way to tell a story?
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Name: ____________________________________________________ Date: __________________
The Sand Castle / The Forecast: A Warmer World, page 95
PRIMARY AND SECONDARY SOURCE PROJECT
Global Warming
In the short story “The Sand Castle,” by Alma Luz Villanueva, the author imagines
a world that changes because of global warming. The article “The Forecast: A
Warmer World,” from Time for Kids, describes the science behind these changes.
The article is an example of a secondary source. Secondary sources include
magazine and newspaper articles, histories, biographies, and textbooks. Primary
sources include official documents, letters, diaries, interviews, autobiographies,
speeches, and creative works.
In this lesson, you will complete a K-W-L chart about global warming. Then,
you will use primary and secondary sources from the Internet to learn more about
this issue. You will create a poster to report your findings.
Determine What You Want to Learn
See Language Arts Handbook 1.2, page 801, in your textbook, for information
about a K-W-L chart. Complete the first two columns of the K-W-L chart below
to guide your research of global warming. In the first column, write the facts you
know about global warming after reading “The Sand Castle” and “The Forecast:
A Warmer World.” In the second column, write questions about global warming
that you would like to answer.
What I Know
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What I Want to Learn
What I Have Learned
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Research
When you research, you use both primary and secondary sources. Use an Internet
search engine to locate the Environmental Protection Agency (EPA) Climate
Change Kid’s Site. The information contained on this website is a secondary source.
For primary sources, find photographs showing the effects of global warming.
Use an Internet search engine to locate the website for the U.S. Geological Survey
Repeat Photography Project. This site compares historic photographs of glaciers
from Glacier National Park with current photographs of the same glaciers.
Use the information you find to help answer your questions on the K-W-L
chart. When you find answers to the questions on your K-W-L chart, summarize
them in the last column of the chart. Take notes on other facts that help you better
understand climate change. Make copies of useful graphic aids or photographs that
you find on the sites. Document your sources using the guidelines from Language
Arts Handbook 5.6, Documenting Sources, on pages 873–876 of your textbook.
Share and Reflect
Display your findings in poster form. Include any facts, information, and
photographs that you find interesting or important to your audience’s
understanding.
• You may focus on one topic such as future effects of climate change, or you may
wish to present an overview of many aspects of the climate change issue.
• Use photographs or other visual aids to make your poster clear and interesting.
• Display the poster in your classroom.
After completing your poster, answer the following questions:
• How did primary sources help you find answers for your K-W-L chart?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
• How did secondary sources help you find answers for your K-W-L chart?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
• Which sources made a greater impact on your understanding of the issue?
Explain your answers.
_______________________________________________________________________________
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Name: ____________________________________________________ Date: __________________
La Bamba, page 112
INDEPENDENT AUTHOR STUDY
Gary Soto
Studying poetry in a college class, Gary Soto, author of “La Bamba,” realized that
poems could be about everyday people and places. He later took a poetry writing
class at California State University, Fresno, and was soon writing and publishing
poems. Soto has said, “Of poetry or prose, I prefer poetry as part of my soul. I think
like a poet, and behave like a poet.” (Prose is any kind of writing that is not poetry.
It is used in fiction and in nonfiction.)
In this lesson, you will read both poetry and prose by Gary Soto. You will
compare the two and decide whether you prefer Soto’s poetry or his prose. Then
you will write an essay stating your opinion.
Get Started
At the library, locate one or more short stories and several poems by Gary Soto.
Read at least three poems. Also read at least one short story, novel, or essay. Some
books containing Soto’s short stories and poetry are listed: short stories: Baseball in
April and Other Stories, Petty Crimes, and Facts of Life: Stories; poetry: A Fire in My
Hands, Canto Familiar, and Fearless Fernie.
Compare Forms of Writing
On a separate sheet of paper, copy and complete the chart below to analyze Soto’s
poetry and prose. Describe and give an example of each element listed.
Prose
Poetry
Subject
Character or Speaker
Diction (word choice)
Theme
Write and Support Your Opinion
Decide whether you enjoyed Soto’s poetry or prose more. Ask yourself questions
such as these: Which selection had the most engaging character or speaker?
the most compelling subject? the most colorful word choice? a theme that was
particularly timely or made me think about important issues?
Write a thesis statement that describes your opinion of Gary Soto’s prose and
poetry. Support your opinions about the elements of Soto’s writing with specific
examples. See Language Arts Handbook 4.1, in your textbook, for additional
guidelines on writing an essay.
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Name: ____________________________________________________ Date: __________________
Becky and the Wheels-and-Brake Boys / The Southpaw, page 171
COMPARING LITERATURE ACTIVITY
Realistic Fiction
Realistic fiction features settings, situations, and characters that are imaginary but
could really exist. When you read realistic fiction, you may have the sensation that
the author has special insight into your own experiences and emotions.
In this lesson, you will compare specific elements of realism in the short
stories “Becky and the Wheels-and-Brake Boys,” by James Berry, and “The
Southpaw,” by Judith Viorst. Then you will compare and connect your own
experiences to those of the main characters in the stories and describe these
connections in a letter to a friend.
Compare Realism in the Stories
Read “Becky and the Wheels-and-Brake Boys” and “The Southpaw.” Then copy
the following chart on a separate sheet of paper. For each story, rate the literary
elements listed in the first column on a scale of 1 (very realistic) to 5 (very
unrealistic). Explain each rating using details and examples from the story.
In “Becky and the
Wheels-and-Brake Boys”
Literary Elements
In “The Southpaw”
Plot
Main characters
Setting
Point of view
Theme
Write and Share a Letter
Think of a time you were excluded from an activity. Write a friend a letter relating
your own experience to the situations of Becky and Janet in the stories. Describe
how each story helps you better understand what happened to you. Include
details about the realism of each story, and discuss how that realism affects your
understanding of your own situation. Use the following parts of a letter correctly:
date, greeting, body, closing, and signature. See Language Arts Handbook 4.1, in
your textbook, for information about organizing and drafting your writing.
Then read your letter aloud to a partner. Discuss similarities and differences
in the situations on which the two of you focused. Compare ideas about the
stories’ realistic elements and how they affected your understanding of your
own experience.
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Name: ____________________________________________________ Date: __________________
The Dog of Pompeii / Pompeii, page 192
HISTORICAL NONFICTION STUDY
Writing About Volcanoes
The historical nonfiction article “Pompeii,” by Robert Silverberg, follows the short
story “The Dog of Pompeii,” by Louis Untermeyer. “Popmeii” is a historically
accurate description of what happened when Mount Vesuvius erupted in 79 ce.
The purpose of historical nonfiction is to inform readers. However, a historical
narrative like “Pompeii” can entertain as well as inform readers.
In this lesson, you will analyze the sensory details Silverberg used to make his
article colorful and entertaining. Then you will research another volcano and write
about it using vivid language and sensory details.
Analyze Sensory Details
In the article “Pompeii,” the writer uses striking descriptions to help readers
imagine a historical event. Sensory details—words and phrases that appeal to the
reader’s sense of sight, sound, touch, taste, or smell—often form the base of these
descriptions. Authors use specific, strong verbs and adjectives to create effective
sensory details. They predict how certain words will make the reader feel, and
choose the words that best represent the details they wish to create.
Complete the chart below with sensory details from the article. Identify how
the sensory details make you feel, and tell what they add to your understanding
of the eruption. Note that some images may appeal to more than one sense. After
completing the chart, answer the question on the next page.
Sense
Examples of Sensory Details from “Pompeii”
Sight
Sound
Touch
Taste
Smell
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How do the sensory images of the selection affect your understanding of the event?
_________________________________________________________________________________
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Research a Historic Eruption
Select one of the following historic volcanic eruptions to research:
• Mount St. Helens in Washington State in 1980
• Parícutin in Mexico in 1943, in which a previously unknown volcano began
erupting in a cornfield
• Novarupta in Alaska in 1912, one of the largest volcanic eruptions of the
twentieth century
• Krakatoa in Indonesia in 1883, one of the most violent volcanic events in history
• Mount Tambora in Indonesia in 1815, an event that temporarily altered Earth’s
climate
Locate at least two sources on your topic in library or Internet articles,
encyclopedias, or historical nonfiction books. If you are using online sources, only
search educational (.edu) or governmental (.gov) websites. You can trust these
websites to offer reliable, accurate information.
Take notes on what happened at the beginning, the middle, and the end
of the eruption. Paraphrase or summarize facts from the source. Take special
note of passages that communicate what the eruption looked, sounded, felt,
and smelled like. Record the titles and authors of your sources. See Language
Arts Handbook 5.5, in your textbook, for additional tips about taking notes and
documenting sources.
Write Historical Nonfiction
Write a one-page historical nonfiction article describing the volcanic eruption as if
you were witnessing the event. Before you draft the article, organize your notes in
chronological order. Create an outline based on your organized notes. Think about
connective words and phrases you can use to link the sections of your article and
show the passage of time.
As you draft your article, remember to write in the first person, just as
Silverberg did in describing Pompeii during the eruption of Mount Vesuvius.
Include sensory details that appeal to your reader’s sense of sight, sound, touch,
taste, and smell.
After you have completed your article, exchange it with a partner. Have your
partner check the article for spelling, grammar, and punctuation errors. Submit
the completed article to your teacher to compile a class magazine about historic
volcanic eruptions.
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Name: ____________________________________________________ Date: __________________
President Cleveland, Where Are You? / Card-Carrying Collectors, page 213
PRIMARY SOURCE PROJECT
Trading Cards
When you research information for an article or report, you may use primary and
secondary sources. Primary sources are firsthand accounts recorded by people
who personally experienced an event or situation. Primary sources include official
documents and records, letters, diaries, interviews, speeches, autobiographies, and
creative works such as photographs, paintings, and musical scores. In addition,
objects like clothing, furniture, and tools can be primary sources.
Secondary sources are accounts that rely on material from other sources to give
information about a person, an event, or a topic. Secondary sources include articles
in magazines, newspapers, and encyclopedias. Histories, biographies, and textbooks
are also considered secondary sources.
The story “President Cleveland, Where Are You?” by Robert Cormier, and
the news article “Card-carrying Collectors,” by Kathleen McKenna, explore the
topic of collecting trading cards. In this lesson, you will use primary and secondary
sources to find out why people collect trading cards. Then you will write an article
summarizing your findings. Finally, you will present your findings to a small group
of classmates and form a group response to the question.
Search the Library and Internet
Search for information about card collecting in the library or on the Internet. Use
the information you find to answer the following questions. Document the source
for each answer, and classify each source as primary or secondary. See Language
Arts Handbook 5.5, in your textbook, for help documenting sources.
1. When were the first trading cards made? What did they show? Of what
materials were they made?
____________________________________________________________________
____________________________________________________________________
2. How were trading cards sold until around 1936? What was the main purpose
of those early cards?
____________________________________________________________________
____________________________________________________________________
3. What are the two main categories of trading cards? Give two or more examples
of cards from each category.
____________________________________________________________________
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Interview a Card Collector
Interviews are excellent primary sources for information about why people do
something. Think about people you know who collect trading cards, and choose
one to interview. If you cannot think of anyone you know, ask your teacher to help
you find a collector. You might pair up with a classmate to interview someone that
student knows.
The tips and guidelines in Language Arts Handbook 7.5, in your textbook, can
help you prepare for and conduct a successful interview. Use the following chart
to organize the notes you take during the interview. You may write paraphrases,
summaries, and direct quotes of the collector’s answers.
Questions
Answers
Who? (name and relationship to you)
What? (types, quantities, and values)
When? (date collecting started)
Where? (locations purchased and stored)
Why? (motivation to collect)
How? (process used to find, obtain, and store)
Interesting stories and memories?
Write an Article
Write a one-page informational article explaining why people collect trading cards.
Remember to include a thesis statement that tells your main idea. Your thesis
statement should provide the main idea of your article. Did you find that most
people collect cards for fun? If so, your thesis statement might be “People collect
cards for many reasons, but most collect them for fun.” Use the information you
recorded on your chart to support your thesis statement. Use direct quotes and
interesting stories from your interview to make your article entertaining as well
as informative. See Language Arts Handbook 4.1, in your textbook, for additional
information and guidelines for writing your article.
Share Your Article
Summarize your article to a small group of your classmates. Present the key
information from your article, but do not read or memorize your written text.
Listen attentively while the other members of your group share their articles.
When all members of the group are done, write a group statement answering the
following question: Why do people collect trading cards?
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Name: ____________________________________________________ Date: __________________
The King of Mazy May, page 236
Jack London
The theme of a literary work is the central message it reveals about life. A piece of
writing may have one theme or multiple themes. Sometimes an author will return
to the same themes in several works. Jack London is one such author, who explores
similar or related themes in his stories and novels. In this lesson, you will read and
analyze two works by London. Then you will write a descriptive essay exploring the
themes in those two works.
Choose a Work by London
London’s stories often tell about humans and animals surviving challenges in the
natural world. Choose one of London’s classic survival tales:
• “To Build a Fire”: a short story about a miner who sets out on a long hike
• The Call of the Wild: a short novel about a domesticated dog that is forced to
adjust to harsh surroundings
Analyze London’s Themes
Copy the chart below on a separate sheet of paper. As you reread the story “The
King of Mazy May,” record your ideas about the theme or themes related to each
topic. Then as you read your chosen selection, record your ideas about its theme
or themes related to each topic. List details and summarize passages you feel are
important to understanding the central ideas about humans, animals, and nature
that London presents in these two works.
“The King of Mazy May”
Selected Work by London:
Humans
Animals
Nature
Write an Expository Essay
Write an expository essay based on your reading and the information in your chart.
See Language Arts Handbook 4.1, in your textbook, for information about writing
an essay. Your essay should describe London’s themes in the stories you read. State
your thesis in the essay’s introduction. Your thesis should summarize what you
learned about London’s themes in the two works you studied. Use examples from
those works to illustrate your thesis. Consider this question as you write your essay:
What themes do the two works have in common?
14
LEVEL I, UNIT 2
5/27/09 1:44:57 PM
Name: ____________________________________________________ Date: __________________
Abd al-Rahman Ibrahima, page 270
GEOGRAPHY CONNECTION ACTIVITY
West Africa
Many Africans who were kidnapped and forced to become slaves were from West
Africa. Abd al-Rahman came from the region of Africa that is now the West
African country of Guinea. When he finally returned to Africa, he was unable to
locate his homeland.
In this lesson, you will research the region of Africa known as West Africa. You
will find out which countries are located in this region and identify their capital
cities. Then you will create a map of the region that shows these countries and cities
as well as the places mentioned in “Abd al-Rahman Ibrahima.”
Research Geography
Find geographical information and maps of West Africa. Record important
geographical and political features such as: the description of terrains and
ecosystems; rivers; settlements, towns, and cities; traditional borders of ancient
kingdoms. Copy or print detailed geographical or political maps you encounter.
The following resources are useful for geographical research:
• atlases and encyclopedias from the reference section at your library
• online maps from educational (.edu) or governmental (.gov) websites
As you research West Africa, list the sixteen present-day countries of the region
below and on the next page. Also identify each country’s official capital city.
1. __________________________________________________________________________
2. __________________________________________________________________________
3. __________________________________________________________________________
4. __________________________________________________________________________
5. __________________________________________________________________________
6. __________________________________________________________________________
7. __________________________________________________________________________
8. __________________________________________________________________________
9. __________________________________________________________________________
10. __________________________________________________________________________
11. __________________________________________________________________________
LEVEL I, UNIT 3
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5/27/09 1:44:58 PM
12. __________________________________________________________________________
13. __________________________________________________________________________
14. __________________________________________________________________________
15. __________________________________________________________________________
16. __________________________________________________________________________
Draw a Map
Use your research to create a map that includes the following:
• the region of Africa known as West or Western Africa
• the sixteen countries that currently make up West Africa
• the African geographical and political features mentioned in the biography,
including Fouta Djallon, Liberia, Timbuktu, Benin, and the Gambia River
• an inset map showing where West Africa is located within the continent
of Africa
Display and Discuss
Share your map with a partner. Role-play that you are using the map to show Abd
al-Rahman the location of his homeland. Discuss the following questions:
• Ibrahima’s letter to his people was mistakenly sent to Morocco. Is Morocco in
West Africa?
_______________________________________________________________________________
• How close did Ibrahima come to his home region in Guinea when he traveled to
Liberia in 1829?
_______________________________________________________________________________
• Which direction would Ibrahima have gone to reach his home region?
_______________________________________________________________________________
After your discussion, display your maps on a classroom bulletin board.
16
LEVEL I, UNIT 3
5/27/09 1:44:58 PM
Name: ____________________________________________________ Date: __________________
from The Need for Solidarity Among Ethnic Groups, page 298
SOCIAL STUDIES CONNECTION PROJECT
Myanmar
The country of Burma, located in Southeast Asia, has a long and rich history.
The region that encompasses modern Burma, now named Myanmar, has been
inhabited since ancient times. In her speech “The Need for Solidarity Among
Ethnic Groups,” Aung San Suu Kyi speaks to the people of modern Myanmar.
In this lesson, you will work in groups to research information about this
fascinating country. You will share your results in a display your classmates
can view.
Conduct Research
Form a small group and plan a display for one of the following categories as it
relates to Myanmar: Geography, Culture, History, and Current Events. (Your
teacher may wish to assign one category to each group.) Using Internet or library
sources, research topics within your group’s category. Address the questions below,
but do not limit your research to them.
Geography
1. What are the most important mountains, rivers, and lakes?
2. What does the land look like?
3. What is the climate of the country?
4. What are the most important natural resources?
5. What are the main agricultural products?
6. What are the main cities? What are they like?
Culture
1. What are the main religious beliefs of the people?
2. What does the traditional clothing look like?
3. What are some characteristic dishes?
4. What are some popular festivals?
5. What are the most common jobs?
6. What arts are the people known for?
History
1. Who were the first people to live in the region? When did they live there?
2. Who were the country’s leaders until the 1800s?
3. How did Great Britain affect the country’s history?
4. How did Burma gain independence from Britain?
5. What happened to the Burmese government during the 1960s and 1970s?
6. What happened to the Burmese government during the 1980s and 1990s?
LEVEL I, UNIT 3
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5/27/09 1:44:58 PM
Current Events
1. What is the current government like?
2. What is the current government’s relationship to other nations of the world?
3. What protests were held in 2007? How did they affect the country?
4. What natural disaster struck in 2008? What were its effects?
5. What is the history of Suu Kyi’s relationship with the
current government?
6. What is Suu Kyi’s situation today?
Prepare and Present Your Display
With your group, brainstorm original and engaging ways to display your findings.
See Language Arts Handbook 7.10, in your textbook, for ideas and guidelines for
preparing multimedia presentations. Consider sharing the following items:
• arts and crafts
• clothing
• maps
• photographs of people and places
• newspaper articles
• news videos
• student-recorded reports
Assign one main topic to each group member. Then, as a group, create a space
(a booth or table) that displays the results of your research. Your goal is to make the
class feel as if they have taken an imaginary trip to Myanmar. Remember to make
your display as entertaining as it is informational.
Review Your Displays
Write five important facts about Myanmar you learned from each category:
Geography
History
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
Culture
Current Events
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
18
LEVEL I, UNIT 3
5/27/09 1:44:58 PM
Name: ____________________________________________________ Date: __________________
from There is No Salvation for India, page 303
Gandhi’s Philosophy of Nonviolence
Mohandas Gandhi is known for leading the nonviolent branch of the Indian
independence movement—a platform of peaceful activism that eventually brought
forth freedom from British rule. Gandhi’s peaceful beliefs and nonviolent actions
are well documented in numerous encyclopedias, political reference books, history
books, and biographies.
All biographies narrate the events of a person’s life; a thorough biography also
describes the beliefs and ideas that motivated the person’s actions. In this lesson,
you will search biographies of Mohandas Gandhi for information on the beliefs
that inspired his acts of nonviolence. Then you will write an informative essay
describing Gandhi’s peaceful philosophy.
Locate Sources
Find three biographies of Mohandas Gandhi in your library. Concentrate on
locating texts written especially for young people. Next, check the table of contents
and the index in each book to preview whether the book contains the specific
type of information for which you search—in this case, descriptions of Gandhi’s
philosophy and acts of nonviolence. Use the following tips as you search:
• A table of contents lists the titles of the book’s chapters and other items such as
time lines. Sometimes you can tell whether a book contains the information you
are looking for by reading the chapter titles. The index, however, often provides
more information about whether specific facts can be found in the book.
• Search for your subject, nonviolence, in the alphabetically arranged index at
the back of the book. The index will list each page on which that subject is
mentioned. Some of the listed pages may contain detailed information about the
topic, whereas others simply mention it.
• When searching the index, you may find related topics appearing as subheadings
under the main subject. For instance, you may find the following subheadings
listed under nonviolence: civil disobedience, demonstrations, fasting, marches,
noncooperation, peaceful resistance, and protests. Subheadings may help you
locate your exact topic with more precision.
• Sometimes you must check other terms for the topic you are looking for. For
example, you could check peaceful resistance if the information you need is not
listed under nonviolence.
Use the chart on the following page to record where to find helpful information
from sources for an essay on Gandhi’s philosophy of nonviolence. Write any
listings that appear useful as you research your topic.
LEVEL I, UNIT 3
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5/27/09 1:44:59 PM
Source 1
Source 2
Source 3
Title and author
Useful listings in Table
of Contents
Useful listings in Index
Research Your Topic
After you have completed the chart, check the chapters and listings you recorded.
Some of these may not contain the facts you need for your essay. When you do
find specific details about Gandhi’s beliefs and acts of nonviolence, write it down.
Paraphrase and summarize any information you may want to include in your
essay. Do not write the exact words of your source in your notes. See Language
Arts Handbook 5.5, on page 882 of your textbook, for information on taking
effective notes.
Write an Essay
Begin writing your essay by composing a thesis statement—a sentence presenting
the main idea of an essay—about Gandhi’s nonviolent beliefs and practices.
Review your notes and use them to help determine your main idea. After writing
your thesis statement, organize your notes and write an outline. You may want
to arrange your facts chronologically or in categories, such as types of nonviolence
or Gandhi’s beliefs and Gandhi’s practices. See Language Arts Handbook 4.1, on
page 866 of your textbook, for additional guidelines and strategies for writing an
informative essay.
In your essay, credit your sources informally with phrases such as “According
to [author’s name]…” Use only paraphrased and summarized information from
your notes. After you have completed your essay, prepare a bibliography that lists
your sources in the format given in Language Arts Handbook 5.5, on page 884 of
your textbook.
20
LEVEL I, UNIT 3
5/27/09 1:44:59 PM
Name: ____________________________________________________ Date: __________________
from Woodsong, page 351
Gary Paulsen
Gary Paulsen, the author of Woodsong, has written more than 175 books for young
people and adults. His stories feature compelling characters, adventurous and
humorous events, and a variety of vivid settings. For example, Hatchet takes place
in the contemporary—yet remote—Canadian wilderness, whereas The Tucket
Adventures are set in the exciting pioneer days of America’s western frontier.
In this lesson, you will choose a book by Gary Paulsen to read and analyze.
Then you will write an illustrated review that focuses on the book’s setting.
Preview and Summarize
Find several books by Gary Paulsen in your library. You may start by investigating
the titles below:
• Hatchet
• The River
• Tracker
• Dogsong
• The Winter Room
• Mr. Tucket
Preview these books by reading the front and back covers, table of contents,
and first few pages. Read the book that features characters and events that you
find most interesting. As you read, copy any passages that feature especially vivid
descriptions of the story’s setting. Summarize the main elements of the novel in the
concept web below.
Place
Time
Main Elements
Main Character
Theme
Conflict
LEVEL I, UNIT 3
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5/27/09 1:44:59 PM
Analyze Setting
After you have finished reading your book, answer the questions below to analyze
the role that setting plays in the story.
1. Describe the mood created by the book’s setting. Consider both time
and place.
_____________________________________________________________________________
_____________________________________________________________________________
2. How does setting affect the main character and conflict? Is the setting
significant to the character’s thoughts and actions? Explain your answer.
_____________________________________________________________________________
_____________________________________________________________________________
3. How does the book’s setting help communicate its main theme? Are the
setting and theme closely related? Explain your answer.
_____________________________________________________________________________
_____________________________________________________________________________
4. Write three short quotes from the book that vividly describe its setting.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Create an Illustrated Book Review
Write a one-page review of the book you read. Your review should describe how
Paulsen creates a vivid, compelling setting and explore how that setting enhances
your understanding and enjoyment of the book. Use your answers to the questions
above to support your main idea. See Language Arts Handbook 4.1, in your
textbook, for additional information on organizing and drafting your review.
Include an artistic interpretation of the book’s setting to enliven your review.
Work in whatever medium—such as watercolor, colored pencil, or collage—you
are most comfortable. Use your imagination to capture the mood of the setting in
your illustration.
22
LEVEL I, UNIT 3
5/27/09 1:44:59 PM
Name: ____________________________________________________ Date: __________________
The Five “Wanderers” of the Ancient Skies, page 378
Images of the Solar System
As Dennis Brindell Fradin explains in his article “The Five ‘Wanderers’ of the
Ancient Skies,” early civilizations had a limited understanding of astronomy.
This was partly because objects in space were so faraway and hard to see. Today,
sophisticated telescopes and cameras in space vehicles bring us detailed images of
heavenly bodies. These images are primary sources.
In this lesson, you will view primary sources that illustrate the “wanderers”
of the ancient Greeks. You will use your findings to explore and present a feature
shared by those planets.
Research
Websites for scientific organizations contain secondary source material, such as
articles and histories. They may also include primary sources, such as satellite
photographs. These images are often arranged in galleries or online displays. Use
an Internet search engine to locate one of the following image galleries:
• National Optical Astronomy Observatory image gallery
• NASA Featured Images and Galleries
• HubbleSite image gallery (images from the Hubble Space Telescope)
Find satellite photographs of the “wanderers” of ancient Greece: planets within
our solar system. Save or print two or three images that share a common feature,
such as planetary rings or craters. Then use secondary sources from the reference
section of your library or the Internet to research this feature.
Create a Visual Aid
Create a visual aid featuring your chosen photographs. Present the images in
a creative way, perhaps as a poster or a PowerPoint slide. Use facts from your
secondary sources to write a paragraph about the feature these images share. Also
tell how primary sources (satellite photographs) affect your understanding of
astronomy and of Fradin’s article. Include this text on your visual aid.
Share and Reflect
See Language Arts Handbook 7.10, in your textbook, for tips on presenting with
multimedia technology. Display your visual aid to the class and explain what it
shows. After sharing your visual aid with the class, answer the following questions
on a separate sheet of paper: How did the primary sources shared in class affect
your understanding of astronomy? How do the secondary sources support or refute
the primary sources? How do the secondary sources affect your interpretation of
the images?
LEVEL I, UNIT 4
23
5/27/09 1:44:59 PM
Name: ____________________________________________________ Date: __________________
Developing Your Chops / Muddy Waters, from The Blues Singers, page 398
Author’s Purpose
The instructional text “Developing Your Chops,” by Fran Lantz, and the biography
“Muddy Waters,” by Julius Lester, are about music and musicians. Although both
articles were written to inform readers, the authors used different types of facts to
serve that purpose.
In this lesson, you will analyze the details used by the authors of the two
articles. Then you will research a musician or aspect of music, and write your own
article, focusing on a specific purpose.
Analyze
Use the chart below to compare and contrast aspects of the two articles. In the first
two rows, identify the main idea and purpose of each article. Then describe each
literary element listed and include details from each article to complete the chart.
Think about how these elements are related to the author’s purpose.
Literary Element
In “Developing Your Chops”
In “Muddy Waters”
Main idea
Author’s specific purpose
Author’s tone
Type of language used
Types of details included about the
person or people described
Types of details included about the
music described
Research Music or Musicians
Choose one of the following articles to write:
• an article describing one musician in depth, with details about the musician’s
life, career, and musical philosophy
• an article describing an aspect of music, such as a particular instrument or style
of music.
24
LEVEL I, UNIT 4
5/27/09 1:45:00 PM
You can find reference materials on music and musicians in the library and on
the Internet. If you search the Internet, be sure you get information from reliable
sources, such as educational (.edu) or governmental (.gov) websites. See Language
Arts Handbook 5.2 for additional tips about conducting online research. As you
evaluate possible online sources, ask yourself the following questions:
• Who is the author? Does the site tell about the author’s work, education, or other
experiences that make him or her an expert?
• Does it seem like the author understands the subject? Did you notice mistakes in
the text?
• Does the text contain signs of bias? For example, was the website created by a
company that wants you to buy something?
• Is the information old or up-to-date?
Keep the specific purpose of your article in mind as you conduct your
research. If you are writing about one musician, look for the types of biographical
information used in “Muddy Waters.” If you are writing about a specific aspect of
music, look for the types of details about musicians found in “Developing Your
Chops” to support your main idea.
Plan Your Article
Answer the following questions to plan your article:
1. Are you writing about one musician or about one aspect of music? What is
your specific topic?
_______________________________________________________________________
2. What is your purpose?
_______________________________________________________________________
_______________________________________________________________________
3. List three specific library or Internet sources of information for your article.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Write Your Article
Write an informative article, using the facts you found to support your main idea.
Keep your purpose in mind, and be sure that your article serves that purpose. See
Language Arts Handbook 4.1, The Writing Process, in your textbook, for writing
guidelines and strategies.
Share your article with a small group. Discuss how the articles differ according
to each writer’s specific purpose.
LEVEL I, UNIT 4
25
5/27/09 1:45:00 PM
Name: ____________________________________________________ Date: __________________
from Gorillas in the Mist / from Woman in the Mists, page 419
Talking with the Animals
In the selection from Gorillas in the Mist, by Dian Fossey, the author describes her
joy when one of the mountain gorillas she was studying looked at her and touched
her hand. Experiencing this nonverbal communication with the gorilla was deeply
rewarding for Fossey. Such close contact between humans and gorillas is rare.
However, some scientists have succeeded in teaching gorillas and chimpanzees sign
language and using it to communicate with the animals.
In this activity, you will research information about Koko, a gorilla that uses
sign language to communicate with humans. You will use the information you find
to write a two-page expository report.
Get Started
Search the library or the Internet for information about Koko and her teacher,
Penny Patterson. Locate books, videos, and articles that describe Patterson’s work
with the gorilla.
Research and Prewrite
As you research, ask and answer questions about Koko and her use of language.
You might ask questions such as the following:
• How did Koko become the subject of an animal-communication study?
• Why did Patterson begin teaching Koko sign language?
• How many signs does Koko use? How many spoken words does she understand?
• What does Koko say when she communicates?
• How has Koko used language in an amusing or interesting way? Look for an
anecdote about Koko and her communication skills. (An anecdote is a short
account of an interesting or amusing event.)
Write your questions and answers on note cards. On each card, record which
source or sources brought you the answer. Organizing your sources on note
cards makes it easier to reference them as you draft your report and write your
bibliography. See the Language Arts Handbook 5.5, Documenting Sources, in your
textbook, for more information about citing sources.
Write and Revise
Organize your cards in a logical sequence, such as chronological order. Use your
cards to write your report. In the first paragraph, introduce Koko and tell why she is
special. In following paragraphs, provide information about Koko’s communication
skills and use of language. Include your anecdote in one of the paragraphs. In the
last paragraph, summarize your information and discuss whether you think animals
such as Koko should be taught to communicate with humans.
26
LEVEL I, UNIT 4
5/27/09 1:45:00 PM
Name: ____________________________________________________ Date: __________________
The Adventures of Tintin: The Black Island, page 438
INDEPENDENT GENRE STUDY
Comic Strips
Comic strips have been popular in the United States since the late 1800s, when
they were first published in newspapers. Many newspapers continue the custom of
publishing short, three- or four-panel comics in black and white during the week
and longer, full-color comics on Sundays.
Like other types of narratives, comic strips usually tell a story. Some, like the
popular Calvin and Hobbes, Garfield, and Peanuts, are funny. Others are dramatic.
The Adventures of Tintin, first created by Hergé in 1929, was one of the first comic
strips to tell an adventure story.
Some conventions were developed especially for comic strips. For example,
balloon shapes were created to hold the words spoken by the characters. In this
lesson, you will learn about the characteristics of traditional comic strips. You will
find a comic strip to read on your own. Then you will analyze and review your
selected comic strip.
Learn About Comic Strips
Think about comic strips, or comics, you have seen. What do they have in
common? On a separate sheet of paper, write a list of all the elements that you think
identify comic strips.
Read the following list of elements that are found in traditional comic strips
and compare it with your own list. Then read “The Adventures of Tintin: The Black
Island” and note how it uses each element from the list below.
• A comic contains a narrative, meaning it tells a story using the elements of other
types of narratives such as short stories and novels.
• A comic uses both words and illustrations to tell the story.
• A comic has a main character with a conflict.
• A comic portrays events that are artistically arranged with an exposition, rising
action, climax, falling action, and resolution.
• A comic uses dialogue to suggest traits of the characters and move the plot
forward.
• A comic uses illustrations to create a setting and character traits
Read and Analyze a Comic Strip
Some popular newspaper comic strips are compiled in anthologies, or collections.
Find an anthology of a popular newspaper comic strip, a comic book, or a comic
strip from a recent Sunday paper that meets your teacher’s approval. Then analyze
characteristics of your selection.
Use the chart at the top of the next page to identify the exposition, rising
action, climax, falling action, and resolution of the plot. If the plot is missing an
element, indicate that it does not have it.
LEVEL I, UNIT 4
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Exposition
Rising action
Climax
Falling action
Resolution
On your own paper, answer the following questions as part of the analysis of
your selection.
1. In your own words, summarize the story told by the comic strip.
2. How important are the words to your understanding of the story? How
important are the pictures?
3. Who is the main character? What are the character’s traits? Explain how the
author/illustrator uses words and pictures to portray the main character.
4. What conflict does the character face? How does the author/illustrator use
words and pictures to develop the conflict?
5. What is the setting? How does the author/illustrator use words and pictures
used to suggest it?
Write a Review
Write a review of the comic strip you read. In a review, you give your opinion
of a work, supplying evidence from the work to support your opinion. In your
review, discuss how well your selected comic strip uses each aspect of a traditional
comic strip described earlier in this lesson. Decide whether the comic strip is an
effective form for telling its story, and support your opinion with specific examples
from the selection.
Share Your Review
Display your review, along with a copy of your selected comic strip, on a class
bulletin board. View and discuss your classmates’ comic strips and reviews.
28
LEVEL I, UNIT 4
5/27/09 1:45:01 PM
Name: ____________________________________________________ Date: __________________
Abuelito Who / The Bats, from Under the Royal Palms, page 465
Reading Memoirs
When you research, you use both primary and secondary sources. Secondary
sources include magazines and newspaper articles, histories, biographies, and
textbooks. Primary sources are official documents, letters, diaries, interviews,
autobiographies, speeches, and creative works such as art, music, and drama. A
memoir, such as “The Bats,” by Alma Flor Ada, is a primary source. Unlike an
autobiography, a memoir does not give a complete record of a person’s life. It
usually focuses on a major event or time period from the writer’s life.
An author’s memoir can give readers a better understanding of characters and
events in the author’s works. In this lesson, you will read and analyze a memoir
by an author. You will write a literary response essay describing what you learned
about the author’s writing by reading the memoir.
Get Started
Find a memoir or autobiography by an author whose works you enjoy. Following
are some memoirs by authors of selections in your textbook:
• Where the Flame Trees Bloom and Under the Royal Palms, by Alma Flor Ada
• I Have Words to Spend: Reflections of a Small-Town Editor, by Robert Cormier
• Bad Boy: A Memoir, by Walter Dean Myers
• A Summer Life, by Gary Soto
Brainstorm questions you have about the author you chose and how events
in his or her life affected his or her works. On a separate sheet of paper, create an
empty K-W-L chart similar to the chart in Language Arts Handbook 1.2, on page
801 of your textbook. Complete the K-W-L chart to focus your reading.
Read and Respond
Read at least one complete chapter or section of your chosen author’s memoir.
Write a literary response essay describing what you have learned about the author
and the author’s stories or poems by reading about his or her life. See Language
Arts Handbook 4.1, on page 866 of your textbook, for information on how to
organize and draft an essay. As you write, consider the following questions:
• How is the author similar to any of his or her characters or speakers?
• Are any settings in the author’s stories or poems similar to places in the author’s
life? Describe them.
• Are any events in the author’s stories or poems similar to events in the author’s
life? Describe them.
• Are any themes in the author’s stories or poems similar to ideas or lessons
described by the author in the author’s memoir? Describe them.
• What insights does the memoir give you into the author’s reasons for writing
fiction and/or poetry?
LEVEL I, UNIT 5
29
5/27/09 1:45:01 PM
Name: ____________________________________________________ Date: __________________
Jabberwocky/from The Other Alice, page 487
INFORMATIONAL TEXT ACTIVITY
Biographical Narrative
Alice Liddell, described in the biography The Other Alice, by Christina Björk, is
said to have inspired Lewis Carroll’s most popular book, Alice’s Adventures in
Wonderland. Did the real Alice inspire Lewis Carroll’s story? You can find answers
to this question in biographies about Carroll.
In this lesson, you will read biographies to learn about Carroll’s reasons for
writing Alice’s Adventures in Wonderland. Then you will write a brief biographical
narrative to report your findings.
Get Started
Complete the cause-and-effect chart to summarize what you already know
about Alice Liddell and how she inspired Carroll to write Alice’s Adventures in
Wonderland. Refer to the Meet the Author sections on pages 479 and 487 and the
biographical narrative on page 490 in your textbook for familiar information to
include in your chart.
Cause
Dodgson’s best subject in
school is math.
Effect
Dodgson majors in math at
the University.
Summary
Summary: Dodgson has a
background in mathematics.
Research
In the library, locate biographies of Carroll including The Other Alice, by Christina
Björk. You might also find the biographies Lewis Carroll: Through the Looking
Glass, by Angelica Shirley Carpenter, or Lewis Carroll in Wonderland: The Life and
Times of Alice and Her Creator, by Stephanie Lovett Stoffel. Check the index in each
book to see whether the book describes the connection between Alice Liddell and
Alice’s Adventures in Wonderland. Look up key words for the subject, such as Alice
Liddell and Alice’s Adventures in Wonderland in the alphabetically arranged index.
Summarize or paraphrase information you find on note cards. Remember to record
the source of the information on the back of the note card.
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LEVEL I, UNIT 5
5/27/09 1:45:01 PM
Describe events in Carroll’s life that occurred before, during, and after he wrote
Alice’s Adventures in Wonderland, focusing on experiences related to his writing.
Write the events in a vertical time line, adding dates and the events that happened
on them to the time line below.
1832
Charles Lutwidge Dodgson is born.
1898
Write a Biographical Narrative
See Language Arts Handbook 4.1, on pages 866–875 of your textbook, for
detailed information on the writing process and purposes of writing. Follow these
guidelines and the tips below to draft a biographical narrative of Carroll at the time
of his writing Alice’s Adventures in Wonderland:
• Write the events from your time line in paragraph form.
• Write an introduction that explains what the narrative is about.
• Use chronological order and mention specific dates of important events.
• Use transitions such as then, next, and later to make the order of events clear.
• Conclude with one or more sentences that sum up the main idea of the narrative.
LEVEL I, UNIT 5
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Name: ____________________________________________________ Date: __________________
There Is No Word for Goodbye / If You Should Go, page 493
Theme
The theme of a poem is its central idea. Readers can draw conclusions about a
poem’s theme by analyzing the poem’s speaker, tone, mood, imagery, and figurative
language. For example, the poems “There Is No Word for Goodbye,” by Mary
TallMountain, and “If You Should Go,” by Countee Cullen, both address the topic
of saying goodbye. However, the poems differ significantly in speaker and tone.
Analyzing the unique way each poet used these and other elements can help you
determine the poem’s theme.
In this lesson, you will analyze literary elements of “There Is No Word for
Goodbye” and “If You Should Go.” Then you will use your analysis to determine
the poems’ themes and to write a journal entry.
Compare and Contrast
In a chart like the one below, identify and describe the literary elements of each
poem. Record your thoughts and ideas and include supporting examples. Use your
understanding of the literary elements to identify each poem’s theme.
There Is No Word for Goodbye
If You Should Go
Speaker
Tone
Mood
Imagery
Figurative language
Theme
Respond
Write a one-page journal entry explaining which of the two poems you prefer and
why. To support your opinion, use specific details and examples from the chart.
Also describe personal experiences or emotions that help you understand the
poem’s theme. See Language Arts Handbook 4.1, on page 866 of your textbook, for
additional guidelines and tips on the writing process.
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Name: ____________________________________________________ Date: __________________
Jimmy Jet and His TV Set, page 520
Shel Silverstein
Shel Silverstein wrote and illustrated a large body of work, including poems, short
stories, plays, and songs. His writing has appeared in magazines, newspapers, and
twenty books. Although many of his poems were written for children, they appeal
to people of all ages.
In this lesson, you will read and analyze several poems by Shel Silverstein. Then
you will share your selections with your classmates.
Get Started
Locate a collection of Shel Silverstein’s poetry in your school or local library. Some
of his most popular titles include Where the Sidewalk Ends, Falling Up, and A Light
in the Attic.
Read several poems from your chosen collection. Then select one poem that
you feel would appeal to each of the following audiences: a five- or six-year-old
child, a person your own age, and an adult your parents’ age.
Analyze
In the chart below, describe and analyze the features of the poems that you chose
for different age groups. For example, “Jimmy Jet and His TV Set” has a singsong
rhythm and an abab cded fghg rhyme scheme that suggests the musical qualities of
a nursery rhyme. These elements would appeal to children. However, a parent may
enjoy the humorous way that the poem condemns the constant viewing of television.
Six-Year-Old
Sixth Grader
Parent
Poem title
Poem subject
Rhythm and rhyme
Word choice
Humor
Share
Read your selected poems aloud to your classmates. See Language Arts
Handbook 7.7, on page 895 of your textbook, for tips on interpreting and
reciting poetry. After reading each poem, identify which group of readers (sixyear-olds, sixth graders, and parents) you felt would most enjoy the selection.
Explain your reasoning with specific ideas and examples from your chart.
LEVEL I, UNIT 5
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Name: ____________________________________________________ Date: __________________
The Wreck of the Hesperus / Dangers of the Deep, page 551
Researching a Shipwreck
The narrative poem “The Wreck of the Hesperus,” by Henry Wadsworth
Longfellow, is a creative work that describes a shipwreck. “Dangers of the Deep,”
by Alex Markels, is an informational article that describes some causes of wrecks of
fishing boats.
One of the most famous shipwrecks of all time was the sinking of the Titanic.
Unlike the small boats described in “The Wreck of the Hesperus” and “Dangers
of the Deep,” the Titanic was an enormous ocean liner. In April 1912, the ship
sank, killing over fifteen hundred people. Hundreds of articles, nonfiction books,
novels, and memoirs about the Titanic have been published. Secondary sources on
this event include magazines and newspaper articles, histories, biographies, and
textbooks. Primary sources include official documents, letters, diaries, interviews,
memoirs, and autobiographies.
In this lesson, you will research the causes and effects of the sinking of the
Titanic. You will use at least one primary source and one secondary source in your
research. Then you will write a cause-and-effect essay to report your findings.
Research the Sinking of the Titanic
A cause-and-effect essay answers the questions why and what. Consider the
following questions as you research the Titanic:
• What was the main cause of the wreck?
• Why did this event occur?
• What did the ship’s crew do after the wreck?
• What did the ship’s passengers do after the wreck?
• What were the effects of the crew’s and passengers’ actions?
• Why did the event result in such loss of life?
At the library or on the Internet, locate primary and secondary sources about
the sinking of the Titanic. In these sources, use tables of contents and indexes
to find information about the causes and effects of the events surrounding this
tragedy. Use bibliographies to help you locate additional primary sources. A
bibliography lists the sources used by an author in researching a topic. A title
or subtitle, the author’s name, and the publication date can help you determine
whether a source is primary or secondary. For example, a newspaper article with
the phrase “firsthand account” in the title and a date shortly after the wreck would
be a primary source.
Use the following chart to record your findings about the causes and effects of
the sinking of the Titanic. For each item that you list in the Effect column, include
at least one cause in the Cause column, and vice versa. You might discover that a
particular cause has more than one effect, or that a single effect has two or more
causes. In the Source column, write the title and author of your source for each
piece of information that you record in the Cause and Effect columns.
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Cause
Effect
Source
Primary or Secondary?
Write a Cause-and-Effect Essay
See Language Arts Handbook 4.1, in your textbook, for information on the writing
process. Refer to these guidelines and the following suggestions as you write a
cause-and-effect essay on the sinking of the Titanic:
• Begin with an introduction that states the main idea of your essay and lets
readers know that it will discuss causes and effects.
• Organize your essay clearly. You might discuss causes of the event first and
effects of the event second, or you might discuss each cause and its effects
separately. Decide how to organize each of these sections. You might choose to
organize your ideas in chronological order or order of importance.
• Generally summarize or paraphrase the facts from your sources. Do include at
least one direct quote from a primary source.
• When you quote a source directly, be sure to use quotation marks around the
words and include a proper citation.
• Write a conclusion that sums up your findings.
• At the end of your essay, document your sources. See Language Arts Handbook
5.5, Documenting Sources, in your textbook, for information on correct
documentation formats.
LEVEL I, UNIT 6
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Name: ____________________________________________________ Date: __________________
Seal / Whale Breathing, page 568
Diction in Poetry
In writing, diction describes an author’s choice of words. It is an important element
of the writer’s style and voice. Diction helps readers visualize what is happening
through the use of specific nouns, verbs, adjectives, and adverbs. In this lesson, you
will write a one-page essay comparing diction in the poems “Seal,” by William Jay
Smith, and “Whale Breathing,” by Bill Holm.
Identify Examples of Effective Diction
What makes some words and phrases exciting and interesting? Think about the
phrase “aquamarine waves leap.” The noun waves, the adjective aquamarine, and
the verb leap are interesting because they are precise words. Each word creates a
specific picture in the reader’s mind. Copy the chart below on a separate sheet of
paper. In your chart, identify rich language from each poem according to each
word’s part of speech.
Parts of Speech
Examples in “Seal”
Examples in “Whale Breathing”
Vivid nouns
Vivid verbs
Vivid adjectives
Vivid adverbs
Write a Compare-and-Contrast Essay
Write a one-page compare-and-contrast essay discussing the diction of these two
poems. You may organize your essay as a point-by-point comparison, discussing
one element of one poem and then the same element of the other poem, and so on.
Or you may organize your essay as a block comparison, discussing all aspects of
one poem and then all aspects of the other. Use the examples listed in your chart to
support the main points of your essay. See Language Arts Handbook 4.1, in your
textbook, for additional information on organizing and drafting an essay. Consider
those guidelines and the following questions as you write your essay:
• How does each poet use diction to make his subjects and themes clear and
interesting?
• In your opinion, does one poem use diction more effectively than the other?
Explain your answer.
• Which poem did you enjoy more? Describe the diction of that poem. Did the
poem’s diction influence your preference? Explain your answer.
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Name: ____________________________________________________ Date: __________________
Haiku, page 580
POETIC FORM STUDY
Haiku
A haiku is a traditional Japanese three-line poem. It has five syllables in the
first line, seven in the second, and five in the third. A traditional haiku usually
describes an object or event in nature. It may communicate a fleeting emotion or
moment in time. Its purpose is to create a vivid image using only a few words.
The haiku in your textbook are by Matsuo Bashō, a poet who is considered one
of the greatest masters of the form. In this lesson, you will read and analyze several
additional haiku. Then you will write your own haiku.
Read and Analyze Haiku
Some collections of poetry—like Unit 5 and Unit 6 in your textbook—include
examples of work from many literary traditions. In the library, locate one or more
poetry collections containing examples of haiku. Read a number of these poems
and choose the four that you like best. Record the author, topic, and one vivid
image from each poem on your own paper.
Discuss Haiku
See Language Arts Handbook 7.3, Collaborative Learning and Communication,
in your textbook, for information about participating in a group discussion. After
reviewing those guidelines, discuss your haiku with a small group. Answer the
following questions in your discussion: What subjects in nature are described in
the haiku you studied? What other subjects did you find described in haiku? What
characteristics marked your favorite haiku? Why do you think haiku has been a
popular form of poetry for hundreds of years?
Write a Poem
With your group, brainstorm ideas for haiku topics. Write on a small piece of paper
each topic from nature that could be the subject of a haiku. Fold the papers and put
them in a brown bag. Then draw a piece of paper from it. Read the topic on your
piece of paper, and write a haiku on that topic. Use the following questions to help
you revise your poem: Does the haiku focus on the specific topic you chose? Does
the haiku contain the proper number of syllables and lines? Does the haiku use
vivid imagery to communicate a powerful image, idea, or emotion?
Share and Respond
Read your haiku aloud to the group. Make positive comments about the imagery in
your group members’ poems and explain how this imagery made you feel.
LEVEL I, UNIT 6
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Name: ____________________________________________________ Date: __________________
We grow accustomed to the Dark—, page 601
Emily Dickinson
Emily Dickinson wrote nearly eighteen hundred poems in her lifetime. An
enthusiastic gardener, Dickinson wrote many poems about objects in nature. She
used figurative language to describe various natural subjects, such as birds, insects,
storms, and seasons. Specifically, Dickinson used the following figures of speech to
add color and interest to her poetry:
• Metaphor: a comparison describing one thing as if it were another
(“the moon is a golden coin”)
• Simile: a comparison between two unlike things using the word like or as
(“the bird song is like a hymn”)
• Personification: a description that treats a nonhuman subject as if it were
human (“Life steps almost straight”)
In this lesson, you will read and analyze three poems about nature by
Dickinson. Then you will write a one-page descriptive essay answering the
question, How does Dickinson express mood and meaning through figurative
language in three nature poems?
Get Started
Find a book of Dickinson’s poetry in your library. Your selected book may group
poems by topic, such as time, love, or nature. Choose three of Dickinson’s nature
poems to analyze. You may want to narrow your focus to a subtopic, such as birds,
insects, or storms. Remember that any subtopic must be related to nature. The list
below names some of Dickinson’s best-known nature poems.
• “A narrow Fellow in the Grass”
• “The Wind begun to knead the Grass—”
• “A Bird came down the Walk—”
• “Two butterflies went out at noon”
• “We like March, his shoes are purple”
• “Blazing in Gold and quenching in Purple” (page 577 of your textbook)
• “We grow accustomed to the Dark—” (page 601 of your textbook)
Draw a three-column chart like the one shown on a separate sheet of paper.
Record the titles of your selected poems. Read each poem. Identify each poem’s
mood and meaning under the correct headings in your three-column chart.
Poem
Mood
Meaning
Title:
Title:
Title:
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Analyze Figurative Language
Complete the following chart to analyze Dickinson’s use of metaphor, simile,
and personification in the three poems you selected. List at least one example of
each type of figurative language from each poem. For examples of metaphor and
simile, identify what is being compared. For examples of personification, describe
the mental image the example creates. Explain how each example affects your
understanding of the poem’s mood and meaning.
Figurative Language
Poem 1:
Poem 2:
Poem 3:
Metaphor
Examples:
Explanations:
Simile
Examples:
Explanations:
Personification
Examples:
Explanations:
Write an Essay
How does Dickinson express mood and meaning through figurative language
in three nature poems? Write a one-page essay answering this question, giving
examples from the nature poems you studied. See Language Arts Handbook 4.1,
in your textbook, for information on the writing process. In addition to those
guidelines, consider the following questions as you write your essay:
• What attitude does Dickinson’s figurative language show toward her topic?
• How did Dickinson use figurative language to help create the mood
of each poem?
• How does figurative language help you understand the meaning of each poem?
• Did Dickinson always characterize nature as beautiful? What other traits of
nature do her poems suggest?
Display Your Essays
Create a class bulletin board about Dickinson’s poetry. Copy the three poems
you analyzed and display your essay with them. Create an illustration (a sketch, a
painting, or a collage) to include with your essay, or work with classmates to make
illustrations for the entire display.
LEVEL I, UNIT 6
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5/27/09 1:45:03 PM
Name: ____________________________________________________ Date: __________________
In the Fog / from Gettysburg, page 623
INFORMATIONAL TEXT ACTIVITY
Civil War Battles
The Informational Text Connection from the article “Gettysburg” on page 635,
provides factual information about the setting of the screenplay “In the Fog.”
The Battle of Gettysburg was one of the key battles of the American Civil War. In
addition to being one of the deadliest battles in U.S. history, Gettysburg marked
a turning point in the war. The South suffered a huge defeat, while the Union was
newly energized. In Civil War history, battles like Gettysburg stand out because of
their effect on the war’s final outcome.
In this lesson, you will research and write a report about an important battle
of the Civil War. Then, you will share your article with the class as a television
news report.
Get Started
Research one of the major Civil War battles listed below:
• First Bull Run
• Fredericksburg
• Siege of Vicksburg
• Second Bull Run
• Chancellorsville
• Spotsylvania Court House
• Antietam
• Shiloh
• Siege of Petersburg
You can find many books about the Civil War in the library. You may discover
that Civil War reference books contain an enormous amount of information on
this complicated period in history. Your first step is to locate books that have the
specific material you need. Find two or three books that discuss battles in detail.
Look up the battle you are researching in the table of contents and the index of
each book. If the books contain the facts you need, begin reading and summarizing
the information.
Identify the battle you choose below. Briefly list the most important events of
that battle, based on the information you just read.
Battle: __________________________________________________________________________
1. _____________________________________________________________________________
_____________________________________________________________________________
2. _____________________________________________________________________________
_____________________________________________________________________________
3. _____________________________________________________________________________
_____________________________________________________________________________
4. _____________________________________________________________________________
_____________________________________________________________________________
5. _____________________________________________________________________________
_____________________________________________________________________________
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Research
Continue to research your chosen battle using Internet and library sources.
Complete the following chart as you research your topic. To answer the
question, “What happened?,” you can summarize the events of the battle that
you listed.
Battle:
Who was involved? (Identify generals
and other commanders.)
What happened?
When did it happen?
Where did it happen?
Why did it happen?
How was it significant?
Write a Report
Use your research to write a report in the style of a news article. See Language
Arts Handbook 4.1, on page 866 of your textbook, for information on the writing
process. Use these guidelines and the tips below to help you write your article:
• Begin with a lead paragraph that identifies the who, what, when, where, why, and
how of your selected battle.
• Explain this information in greater detail in the body of your report. The
purpose of a news article is to provide the most important facts in a clear and
direct way.
• Report the events in chronological order. Use dates as well as transitions such as
first, next, then, and finally to make the order of events clear.
Share Your Report
Present your report in the style of a television news broadcast. Sit at a desk in the
front of the classroom and maintain eye contact with your classmates, as if you
were looking at a television camera. Use your written report as a reminder of your
facts, rather than reading the report word-for-word. Remember to speak with a
tone of voice that indicates your attitude toward the event you are reporting.
LEVEL I, UNIT 7
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5/27/09 1:45:04 PM
Name: ____________________________________________________ Date: __________________
The Fairies’ Lullaby / The Stolen Child, page 637
Sound Devices
Poets often use sound devices to add a musical quality to their poems. Sound
devices such as rhyme and alliteration use the repetition of sounds to create this
effect. Rhythm, another sound device, also has a strong connection to music: it is
what causes listeners to tap their feet to a song! These sound devices can help create
the moods and themes of a poem.
In this lesson, you will analyze the sound devices in “The Fairies’ Lullaby,” by
William Shakespeare, and “The Stolen Child,” by William Butler Yeats. Then you
will consider how sound devices influence your enjoyment and understanding of
the poems. Finally, you will write a poem of your own using sound devices.
Analyze Sound Devices
Use the chart below to help analyze the sound devices in “The Fairies’ Lullaby” and
“The Stolen Child.” (Refer to pages 472–473 in your textbook to review the sound
devices used in poetry.)
• For rhyme scheme, use lowercase letters, such as abab, to identify the rhyme
scheme of the first two stanzas of “The Fairies’ Lullaby,” and of the first stanza of
“The Stolen Child.”
• For rhythm, tell whether each poem has a regular rhythm or not. If so, tell how
many feet are in each line.
• For the other sound devices listed on the chart, give specific examples from
the poems.
Sound Devices
in “The Fairies’ Lullaby”
in “The Stolen Child”
Rhyme scheme
Rhythm
Alliteration
Consonance
Assonance
Onomatopoeia
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Use your completed chart to help you answer the following questions.
1. How does the rhythm and rhyme of “The Fairies’ Lullaby” affect the poem’s
mood? How does the effect of rhythm and rhyme differ in “The Stolen Child”?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
2. In “The Fairies’ Lullaby,” alliteration and consonance help create what mood?
Explain your answer.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
3. How does onomatopoeia help create mood in “The Fairies’ Lullaby” and in
“The Stolen Child”? Describe the mood of each poem in your answer.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Write a Poem
Imagine meeting some supernatural creatures in a forest. Write a poem about the
creatures. Include several sound devices in your poem. Consider the following as
you plan and write your poem:
• Identify the mood you want to create, such as gentle, mysterious, scary, or funny.
• Use rhythm, rhyme scheme, alliteration, onomatopoeia, and other sound devices
to help create the mood.
• Use “The Fairies’ Lullaby” and “The Stolen Child” as models of how rhythm and
rhyme help create a specific mood.
Share Your Poem
Read your poem to a small group. See Language Arts Handbook 7.1 and 7.7, on
pages 890 and 895 of your textbook, for tips on delivering a poem with expression.
After you have read your poem to the group, ask group members to identify the
mood of your poem and to point out specific sound devices that help create it.
LEVEL I, UNIT 7
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Name: ____________________________________________________ Date: __________________
Do You Think I’m Crabby? page 644
“Peanuts” Comic Strip
“Do You Think I’m Crabby?” is an excerpt from the musical play You’re a Good
Man, Charlie Brown. This play is based on the comic strip “Peanuts,” by Charles
Schultz, which was one of the longest-running and most popular comic strips in
history. It was published daily for nearly fifty years. At its height, it appeared in over
2,600 newspapers. With such a distribution, Schultz’s work has influenced many
comic strip artists.
In this lesson, you will analyze the literary elements in original “Peanuts” comic
strips. Then you will write and deliver a short speech focusing on Charles Schulz’s
unique achievements in this genre.
Research
Due to the popularity of “Peanuts,” these comic strips have been published together
in many books, or collections. These collections include The Complete Peanuts, a
series of books in eleven volumes, and Peanuts Guide to Life. Use the card catalog
or online catalog in the library to find one or more of these collections. Read several
“Peanuts” comic strips.
In the chart below, give examples of each literary element from the comic strip.
One example of characterization is given as an example. Choose examples that
show why the comic was popular and acclaimed. Use the completed chart to help
you answer questions on the next page.
Literary Element
Characterization
Examples
Linus is talented musically but still needs his security blanket.
Dialogue
Humor
Theme
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1. In your opinion, which element of the comic strip was strongest and raised
“Peanuts” above the level of other comic strips? Give one or two examples.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
2. In your opinion, which element of “Peanuts” was weakest? Give one or
two examples.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
3. What aspects of “Peanuts” were unique and different from the content of other
popular comic strips?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
4. Based on your analysis, why do you think “Peanuts” was the most popular
comic strip for many years?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Write and Deliver a Speech
Commemorative speeches are written to honor subjects for their skills, talents,
or deeds. Suppose you are giving a speech at an event honoring Charles Schulz’s
achievements in the comic strip “Peanuts.” Write a speech describing why the
author of “Peanuts” should be honored. Focus on one element of the comic strip
that you feel demonstrates how artistic and original the author was. Use specific
examples from the comic strip to support your ideas and opinions.
See Language Arts Handbook 7.6, on pages 886–887 of your textbook, for
additional information on delivering a commemorative speech. Present your
speech to the class, maintaining eye contact and appropriate vocal expressions.
Include visual aids such as copies of “Peanuts” comic strips or examples of other
comic strips for comparison.
LEVEL I, UNIT 7
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Name: ____________________________________________________ Date: __________________
The Phantom Tollbooth, page 650
INDEPENDENT READING ACTIVITY
Themes of The Phantom Tollbooth
In Act 1, Scene 1 of The Phantom Tollbooth the Clock says, “Time is important, but
it’s what you do with it that makes it so.” This is an idea that you may have heard
before or that you may have realized yourself. Both the play and the novel The
Phantom Tollbooth look into several important ideas like this one. Each of these
ideas could be considered a theme, or a central idea of a literary work. Sometimes
themes are stated directly, but most often they are suggested by literary elements of
the work, such as how the characters behave and speak.
In this lesson, you will read and analyze the original novel The Phantom
Tollbooth. Then you will write a personal essay about a theme of the novel.
Read the Original Work
Locate a copy of the novel The Phantom Tollbooth in your library. As you read
the book, be mindful of how the author uses literary elements to explore possible
themes. Notice which topics the author discusses repeatedly. Think about what the
characters say about these topics. The ideas and opinions the characters present
through dialogue can help you find the theme or themes of the work.
On the lines below, identify four themes that you found important in the
novel. Then circle the one that is most meaningful to you. This theme may be
most meaningful because you feel it connects to your own life, or it could be an
important lesson you believe everyone should learn.
1. _____________________________________________________________________________
_____________________________________________________________________________
2. _____________________________________________________________________________
_____________________________________________________________________________
3. _____________________________________________________________________________
_____________________________________________________________________________
4. _____________________________________________________________________________
_____________________________________________________________________________
Complete the chart on the next page to show how each element of the novel
contributes to understanding the theme you circled. For example, you might
mention how Milo’s bored attitude changes throughout the story, supporting the
theme of the importance of making good use of time.
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Element
Examples from Novel
Main character: Milo
Other characters
Dialogue
Setting
Events
Word choice and figures of
speech
Write a Personal Essay
In a personal essay, you write about a topic that interests you, using personal
ideas, experiences, and anecdotes (short amusing stories) to support your point of
view. For example, the novel The Phantom Tollbooth may have encouraged you
to examine your own attitudes toward the use of time. Is your attitude similar to
Milo’s at the beginning or at the end of the novel? Have Milo’s experiences made
you eager to change your own life in any way?
Write a one-page personal essay about the theme you found most meaningful
in The Phantom Tollbooth. See Language Arts Handbook 4.1, beginning on
page 859 of your textbook, for information on the writing process. Follow these
guidelines and remember to include the following elements when writing
your essay:
• a thesis statement relating to the theme of the novel
• evidence to support your thesis
• examples from the novel
• examples and anecdotes from your personal experience
• a conclusion that sums up why you found the novel’s theme valuable
LEVEL I, UNIT 7
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Name: ____________________________________________________ Date: __________________
Arachne / The Orb Weaver, page 705
CULTURAL CONNECTION ACTIVITY
Ancient Greek Culture
“Arachne” is a myth that originated in ancient Greece, which existed from 1100 to
146 bce. Ancient Greece is considered the birthplace of Western civilization. The
Greeks are famous for many achievements in multiple areas of culture, such as
architecture, drama, philosophy, and science.
Knowing more about ancient Greece can help you understand and appreciate
literature from that period. In this lesson, you will learn about a specific field of
ancient Greek culture and create an illustrated report to share your findings.
You will also summarize your classmates’ findings in a chart.
Create an Illustrated Report
Choose one of the cultural fields in the chart below to research in depth. (Your
teacher may assign fields to be sure that the class as a whole covers all the fields
equally.) Use encyclopedias, other nonfiction books, and Internet sources for your
research. Then write a report on your findings. Your report should describe the
main accomplishments of the ancient Greeks in the field you researched. It should
also profile people or gods associated with the field.
Once you have written the text of your report, find a creative way to present
it, such as in a poster, brochure, presentation software such as PowerPoint, or
video. See Language Arts Handbook 7.10, in your textbook, for presentation
suggestions. Whatever form your report takes, be sure to make it visually appealing
with illustrations (such as drawings, paintings, collages, charts, maps, and graphs).
Display or present your report along with those of your classmates.
Listen and Learn
Copy the chart below on a separate sheet of paper. In your chart, record
and summarize information you learn from your own report and your
classmates’ reports.
Cultural Field
Ancient Greek Accomplishments
Religion
Philosophy
Architecture
Science
Drama
Olympic games and sports
Government
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LEVEL I, UNIT 8
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Name: ____________________________________________________ Date: __________________
Why Monkeys Live in Trees, page 716
GENRE STUDY
Folk Tales Explaining Nature
Folk tales are stories passed by word of mouth from generation to generation.
Some folk tales, like “Why Monkeys Live in Trees,” explain behaviors or events
in nature. Stories of this type are alike in many ways, although each may have a
unique subject.
In this lesson, you will read folk tales that explain features of the natural world.
You will analyze the literary elements of these stories, looking for similarities. You
will then write your own folk tale that explains something in the natural world,
using elements that are common to nature folk tales.
Read and Analyze Folk Tales
Read “Why Monkeys Live in Trees,” as retold by Julius Lester, from your textbook,
plus at least two other folk tales that explain how something in nature came to exist.
You can find this type of story by checking the tables of contents of collections of
folk tales and looking for titles beginning Why or How. You can also run a search
for nature myths in the library catalog or on the Internet.
Copy the chart below on a separate sheet of paper. In columns 2, 3, and 4 of
your chart, describe the literary elements of each story. When have finished the
stories, compare and contrast the treatment of each element in the all three stories.
Summarize your observations about similarities and differences in column 5.
In Story 2:
Literary Elements
In Story 3:
In “Why Monkeys
Live in Trees”
Similarities and
Differences
Between the
Stories
Topic
Characters
Setting
Tone
LEVEL I, UNIT 8
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Write and Present a Folk Tale
Brainstorm a subject for an original folk tale about nature. Use the following
general topics to help you find a specific topic for your story: the color, shape, or
patterns of plants and animals; features of the four seasons; habits of animals; and
weather events. Write your topic on the line.
________________________________________________________________________________
Write a folk tale that explains how your topic came to be. After writing a first
draft, ask yourself the following questions. Write the answers on the lines provided.
1. Does the story offer an original, imaginative explanation of the subject?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
2. In what ways are the characters similar to characters in the folk
tales I analyzed?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
3. In what ways is the setting similar to settings in the folk tales I analyzed?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
4. In what ways is my tone similar to the tones of the folk tales I analyzed? Is it
appropriate for my topic and purpose?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Remember that folk tales explaining nature have many similar elements.
After reviewing the answers to the above questions, consider whether you need
to revise your story. When you have a clean final draft of your folk tale, present
it orally to the class. See Language Arts Handbook 7.8, in your textbook, for
information about storytelling.
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Name: ____________________________________________________ Date: __________________
The Magic Mortar / The Stone, page 732
Characters in Folk Literature
The protagonist is the most important character in a work of fiction. During the
course of the story, he or she will experience some sort of conflict, or struggle. A
protagonist’s motivation is the force that moves him or her to think, feel, or behave
in a certain way. The protagonist of a story may be dynamic (changing as a result of
the story’s events) or static (not changing in a significant way).
In this lesson, you will read a folk tale or fairy tale of your choosing and analyze its
protagonist. You will then write a description of a folk tale protagonist, using specific
examples from the “The Magic Mortar,” “The Stone,” and your chosen folk tale.
Read a Folk Tale
At the library, locate an anthology, or collection, of folk literature. Read at least one
folk tale from your anthology. Then read “The Magic Mortar,” as retold by Yoshiko
Uchida, and “The Stone,” by Lloyd Alexander, in your textbook.
Copy the chart below on a your own paper. Complete the chart by describing
how each literary element relates to the protagonists in the stories you just read.
Literary Element
Younger Brother in
“The Magic Mortar”
Maibon in
“The Stone”
________________ in:
Conflict
Motivation
Character traits
Dynamic or static?
Describe a Protagonist
Suppose you are creating a protagonist for a folk tale you are writing. Write an
essay that discusses the general character of your protagonist. Assume that your
protagonist shares at least some of the traits common to the ones in the three stories
you examined. In your essay, use specific examples from your chart. See Language
Arts Handbook 4.1, in your textbook, for information about writing essays. Refer to
those guidelines and to these questions as you write your description: What type of
motivation does the protagonist have? Is the protagonist likeable? What are some
common character traits of protagonists in folk tales you have read? In a folk tale, is
the protagonist usually dynamic or static?
LEVEL I, UNIT 8
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Name: ____________________________________________________ Date: __________________
Clever Anaeet, page 774
INDEPENDENT READING PROJECT
Retelling a Folk Tale
“Clever Anaeet” is a folk tale from Armenia. Nearly every country in the world
has traditional folk tales that have been retold for hundreds of years. You may be
familiar with traditional German tales as presented through the writings of the
Brothers Grimm. You can find these stories, as well as tales from Japan, India,
Mexico, and other countries, in the library and on the Internet.
Tanya Robyn Batt wrote the version of “Clever Anaeet” that appears in your
textbook. Batt not only writes versions of traditional folk tales for modern readers,
she performs the stories for audiences. Storytelling is an art that has entertained
people for thousands of years.
In this lesson, you will read and analyze a folk tale from a specific country of
your choice. Then you will prepare an oral interpretation of the story to share
with classmates or others.
Read and Analyze
Locate an anthology of folk tales from a country that interests you. From that
collection, choose a tale to tell your classmates. The story you select should have
• a strong, engaging protagonist (main character)
• a plot that has an interesting conflict and compelling events and that is not too
complex for listeners to follow
• a clear theme or moral
• vivid details about a setting or culture
In the chart below, describe the key parts of your chosen folk tale. For
characters, name and briefly describe the story’s protagonist and one to three other
main characters. For point of view, identify which of the following viewpoints the
narrator of the tale uses:
• third person omniscient, in which the narrator is aware of the thoughts and
feelings of all the characters
• third person limited, in which the narrator is aware of the thoughts and feelings
of only one character
• first person, told by a participant in the story’s events
Literary Elements
How Each Element Is Used in the Story
Point of view
Main characters
Moral or theme
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Analyze Audience
Identify the audience to whom you will tell the tale. Perhaps you will have the
opportunity to present your story to younger students. You may also present the
story to your classmates or to a group of adults including teachers or parents.
Knowing your audience will help you plan how to tell the story. For example, you
will want to use simple, direct language if you are telling the story to a group of fiveyear-old children.
Your audience will also affect the story events you describe and the cultural
background information you include. For instance, if the audience is young,
you may need to simplify story events. If they are unfamiliar with the culture that
made the tale, you may need to describe certain traditions. In the chart below,
identify your audience and plan how to make elements in your story appropriate
that audience.
Audience:
Language
Story events
Knowledge of cultural
background
Plan and Rehearse the Story
After planning for your audience, write the story events you want to include on
note cards. Use key words and phrases to describe events, instead of full sentences.
Your performance should sound natural and entertaining. If you write out the
whole story, you may sound rigid and scripted. Practice with your note cards in
front of a mirror. Use the following tips to develop your performance:
• Focus on your audience and purpose.
• Use your chosen point of view consistently.
• Use vivid details to bring the characters and setting to life.
• Use a few well-chosen words instead of many words.
• Use dialogue when it helps bring the characters and plot to life. You can make
your voice higher or lower and speak faster or slower to fit each character.
• Decide on how you will communicate the theme or moral of the story.
Will you state it directly, or will you suggest through the characters and
events you describe?
See Language Arts Handbook 7.8, in your textbook, for more information on
telling an expressive, entertaining story. After reading those guidelines, practice
telling your story to a small group of friends or family. When you are confident in
your storytelling abilities, deliver the story to your audience.
LEVEL I, UNIT 8
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ANSWER KEY
Unit 1
The Circuit / Harvesting Hope: The
Story of César Chávez
Informational Text Project: César Chávez, page 1
Students should work with a group to find and record
five different print or online sources of information
about César Chávez. They should record two facts from
each source on specific topics. Students should identify
quotes about or by Chávez and cite their sources.
Students should write individual paragraphs about
Chávez based on the facts they collected. They should
share their paragraphs with their groups and then
with the class to analyze differences based on varied
organizational structures, sources, and facts.
Comparing Literature Activity: Realistic Fiction,
page 9
Students should rate and analyze the realistic elements
of the two short stories. In their analysis, students should
describe specific aspects of the stories’ realism.
Students should write thoughtful letters that adhere
to the standards of written English. In their writing, they
should connect events or situations in the stories to their
own experiences. They should refer to realistic aspects
of the stories and use the correct form for a personal,
informal letter.
The Dog of Pompeii / Pompeii
Historical Nonfiction Study: Writing About
Volcanoes, page 10
Eleven
Literary Analysis Activity: Point of View, page 3
Students should use the graphic organizer to identify
personality traits of the character they chose to tell the
story. Answers to questions about the character will
depend on the character chosen.
Students’ outlines should provide a structure and
significant events for their retelling of the story, using a
different point of view. Students’ answers to the Reflect
questions should identify what they learned about telling
stories from a different point of view.
The Sand Castle / Forecast: A Warmer
World
Primary and Secondary Source Project: Global
Warming, page 6
Students should complete the first two columns of a
K-W-L chart on global warming. They should find and
document primary and secondary sources to answer
their questions. They should use the information to
complete their K-W-L chart.They should create a poster
that includes relevant, attractive graphic aids. Students’
posters should display pertinent, accurate information
about global warming.
La Bamba
Independent Author Study: Gary Soto, page 8
Students should read at least three poems and one piece
of fiction or nonfiction by Gary Soto. They should
complete a chart to analyze and thoughtfully compare
specific aspects of Soto’s poetry and his prose. Then they
should write a paragraph explaining whether they prefer
Soto’s poetry or his prose, using specific examples from
both genres to support their main idea.
54
Unit 2
Becky and the Wheels-and-Brake Boys /
The Southpaw
LEVEL I
Gr6_AdvStudents_AK.indd Sec1:54
In their charts, students should identify images from
“Pompeii” that appeal to each sense. They should record
their reactions to these details and explain how the
details affect their understanding of the historic event.
Students should research one of the volcanic
eruptions from the list: Mount St. Helens, Parícutin,
Novarupta, Krakatoa, or Tambora. They should locate
at least two sources on the Internet or in the library
and take notes by paraphrasing or summarizing facts
and information.
Students’ historical nonfiction articles should
describe the events surrounding their selected eruptions
in chronological order. They should imitate Silverberg’s
style by writing as if they were witnessing the events and
by including numerous sensory details.
President Cleveland, Where Are You? /
Card-Carrying Collectors
Primary Source Project: Trading Cards, page 12
Students should use Internet and library resources to
find the following answers to questions about trading
cards:
1. The first trading cards were made in the 1880s and
showed the names of baseball players. They were made
of cloth.
2. Until around 1936, trading cards were sold with
products such as bubble gum or snacks as a marketing
gimmick.
3. The two main groups of trading cards are sports
cards (baseball, football) and non–sports cards (movie
characters, comic book characters).
5/27/09 1:43:02 PM
Students should interview a person who collects
trading cards and write an article based on the interview.
The article should answer the questions who, what,
when, where, why, and how about the person and
his or her hobby. Students should include relevant,
interesting quotes and anecdotes to add an element
of entertainment to their articles. Students should
summarize their articles as an informal speech in a
small group. The group should reach a consensus on
an answer to the question Why do people collect
trading cards?
from There Is No Salvation for India
Informational Text Project: Gandhi’s Philosophy
of Nonviolence, page 19
Students’ charts should indicate the location of relevant
information from biographies. Students’ essays should
provide thoughtful, accurate descriptions of Gandhi’s
beliefs and acts of nonviolence. Students should provide
a complete bibliography of their sources, following the
standard format.
from Woodsong
The King of Mazy May
Independent Author Study: Gary Paulsen, page 21
Independent Author Study: Jack London, page 14
Students should complete a concept web showing
the basic elements of their selected book. Answers
for questions 1–4 will vary. Students’ answers should
demonstrate that they have read and understood their
selected book. Students should write a one-page book
review that accurately describes and thoughtfully
analyzes the book’s setting. They should include an
illustration that captures the setting’s mood.
Students should read the short story “To Build a Fire” or
the novel The Call of the Wild. Students should analyze
what London says about humans, nature, and animals
in the work they read and in his short story “The King
of Mazy May.” Finally, students should write an essay
discussing London’s themes in the two works. They
should use examples from the works to support their
main idea. Students should provide insight as to how
themes from the two works are related to each other.
Unit 3
Abd al-Rahman Ibrahima
Geography Connection Activity: West Africa,
page 15
Unit 4
The Five “Wanderers” of the Ancient
Skies
Primary Source Project: Images of the Solar
System, page 23
Students should list the following West African countries
and capitals: Porto-Novo, Benin; Ouagadougou, Burkina
Faso; Praia, Cape Verde; Yamoussoukro, Côte d’Ivoire;
Banjul, The Gambia; Accra, Ghana; Conakry, Guinea;
Bissau, Guinea-Bissau; Monrovia, Liberia; Bamako, Mali;
Nouakchott, Mauritania; Niamey, Niger; Lagos, Nigeria;
Dakar, Senegal; Freetown, Sierra Leone; Lomé, Togo.
Students’ maps should include the locations
mentioned in the selection and an inset map identifying
West Africa within the continent. Students should show
and discuss their maps with their classmates.
Students should create and present an interesting,
accurate visual aid. They should include two or three
images as primary sources. They should include one
well-researched paragraph describing an interesting
feature the images share. Students should conclude
their paragraph with an explanation of how their
primary sources influenced their understanding of the
topic. Students’ answers to the Reflect questions should
demonstrate thoughtful consideration of primary
sources and their importance. They should also include a
description of how secondary sources can help reinforce
the primary source images that were viewed.
from The Need for Solidarity Among
Ethnic Groups
Developing Your Chops / Muddy Waters,
from The Blues Singers
Social Studies Connection Project: Myanmar,
page 17
Students’ displays should demonstrate they have
thoroughly researched their category of information.
The displays should answer questions about Myanmar,
expand this information, and contain multiple visual or
physical aids, exhibited in an appealing manner. After
viewing class displays, students should provide five facts
from each category of information.
Comparing Literature Activity: Author’s Purpose,
page 24
Students should analyze and compare the main idea,
purpose, and details of each article. They should plan
and research an article that either describes one musician
in depth or describes one aspect of music such as a
particular instrument or style. Students’ articles should
follow the organizational method of one of the articles,
include specific details to support their main idea, and
demonstrate a specific purpose.
LEVEL I
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from Gorillas in the Mist / from Woman
in the Mists
Informational Text Project: Talking with the
Animals, page 26
Students should find information on Koko the gorilla
and her trainer, Penny Patterson. This information
should include how many words Koko can sign and how
many spoken words she understands. Students should
create an accurate, well-organized informational report
with a bibliography.
The Adventures of Tintin: The Black
Island
Independent Genre Study: Comic Strips, page 27
Students should think about elements that are common
in traditional comic strips and identify those elements in
“The Adventures of Tintin: The Black Island.” Next, they
should locate and read an appropriate comic strip from a
library or Internet source. They should complete a chart
for plot and answer questions in the lesson to analyze
the comic strip’s plot, use of words and illustrations,
characters, conflict, and setting. Then they should write
a review giving their own opinion of how well the comic
strip executes each element in a traditional comic strip.
Unit 5
Abuelito Who / The Bats, from Under
the Royal Palms
Primary Source Project: Reading Memoirs,
page 29
Students should complete a K-W-L chart to decide what
they would like to learn about a selected memoir. Their
charts should demonstrate that they have read the work
with thoughtful consideration. Students should write
literary response essays describing what they learned
about the author’s life and how it may have influenced
his or her writing.
Jabberwocky / from The Other Alice
Informational Text Activity: Biographical
Narrative, page 30
Students should complete a cause-and-effect chart to
identify their prior knowledge of the subject. Students
should demonstrate thorough research through
summaries and an accurate time line of events from
Lewis Carroll’s life. Time lines may include these dates
and events: 1832 Charles Lutwidge Dodgson is born;
1854 Dodgson graduates from Christ Church, Oxford
University; 1856 Dodgson begins teaching at Christ
Church;1856 Dodgson publishes the poem “Solitude”
56
LEVEL I
under the name Lewis Carroll; 1856 Dodgson meets the
Liddell family.1862 Dodgson tells Alice and her sisters a
story about Alice’s adventures; 1865 Alice’s Adventures
in Wonderland is published; 1871 Through the Looking
Glass is published. 1898 Dodgson dies.
Students should write a biographical narrative
telling how Carroll came to write Alice’s Adventures in
Wonderland. The narrative should follow chronological
order, mention specific dates, and use transitions such as
later and then.
There Is No Word for Goodbye / If You
Should Go
Comparing Literature Activity: Theme, page 32
Students’ charts should demonstrate that they have read
and understood the literary elements of the selection
poems. Possible responses for chart:
“There Is No Word for Goodbye”: speaker: niece or
nephew of subject; tone: serious, yet loving; mood:
understanding, sentimental; imagery: touch, “windtanned skin”; sight, “river flash,” “looked close”;
figurative language: metaphor, “net of wrinkles,” “wise
black pools”; simile, “touched light as a bluebell”; theme:
we are never apart from those we love because we hold
them in our hearts.
“If You Should Go”: speaker: a loved one; tone: serious
and reflective; mood: thoughtful; imagery: sight,
“passing day”; sound, “go quietly”; figurative language:
simile, “leave me like the light”; theme: We need only
memories too remind us of those who are gone.
Students should identify themes of these poems
based on their analysis of literary elements. For example,
in the poem “There Is No Word for Goodbye, the images
such as “wind-tanned skin” and “wise eyes” focus on
the aunt’s appearance. They are memorable images that
one can visualize. The images reinforce the idea that one
does not need a word for goodbye because the person
can remain in memory.
Students’ one-page journal entries should
identify which poem they prefer. They should justify
their reasoning with examples from the poem and
connections to their own lives.
Jimmy Jet and His TV Set
Independent Author Study: Shel Silverstein,
page 33
Students should locate and read one poem that would
appeal to each of the following audiences: a five- or
six-year-old, a sixth grader, and a parent. They should
complete the chart to analyze the rhythm and rhyme,
humor, and word choice of each poem. Then they should
read each poem aloud to the class and explain why they
chose it for a particular age group.
5/27/09 1:43:02 PM
Unit 6
The Wreck of the Hesperus / Dangers of
the Deep
Primary Source Project: Researching a Shipwreck,
page 34
Students should locate at least one primary source and
one secondary source discussing the causes and effects
of the sinking of the Titanic. They should demonstrate
their understanding of these sources by recording
information in a chart. Students should write essays that
are well organized. Students should use quotation marks
to indicate direct quotes, and they should use proper
documentation for their sources.
Seal / Whale Breathing
Comparing Literature Activity: Diction in Poetry,
page 36
Students should complete a chart to analyze the word
choices for particular parts of speech in the paired poems
from their textbook. Then they should write an essay
comparing and contrasting the two poems, focusing on
diction. They should organize the comparison in pointby-point or block comparison format.
Haiku
Poetic Form Study: Haiku, page 37
Students should record details of their selected poems,
including authors, topics, and vivid imagery. Students
should demonstrate understanding of their selected
poems by discussing the subjects and characteristics of
their favorite haiku. Students’ original poems should
follow proper haiku form, express a particular emotion,
and feature vivid imagery.
We grow accustomed to the Dark—
Independent Author Study: Emily Dickinson,
page 38
Students should draw a chart identifying three nature
poems by Emily Dickinson and their moods and
meanings. Then they complete a chart by listing
examples of metaphor, simile, and personification in the
three poems. In this chart, they should explain how each
example affects the mood and meaning of the poem.
Students should then write a thoughtful essay discussing
Dickinson’s use of figurative language to express mood
and meaning. They should include examples from the
poems they analyzed.
Unit 7
In the Fog / from Gettysburg
Informational Text Activity: Civil War Battles,
page 40
Students’ summaries and charts should demonstrate
that they have thoroughly researched major events of a
battle, the people involved, the location, the time period,
its causes, and its effects. Students’ reports should imitate
the style of a news article. Students should thoughtfully
address who, what, when, where, why, and how questions
in their writing and in an oral news report.
The Fairies’ Lullaby / The Stolen Child
Comparing Literature Activity: Sound Devices,
page 42
The Fairies’ Lullaby: mostly regular rhythm—four
beats; rhyme scheme—abab, cddeedd; examples
will vary: alliteration—“lovely lady,” “not near”;
assonance—“Philomel, with melody,” “double tongue”;
onomatopoeia—“lulla, lulla, lullaby.”
The Stolen Child: irregular rhythm; rhyme scheme:
ababccddeeff, ghghijjikllkmmff, and so on; examples will
vary: alliteration—“lies a leafy island,” “To the waters
and the wild”; consonance: “moon has taken,: “hear no
more”; assonance—“no more the lowing,” “than you can
understand”; onomatopoeia—“whispering.”
Answers will vary. Possible answers:
1. In “The Fairies’ Lullaby,” rhythm and rhyme create
a sleepy, peaceful mood; these devices create a cheery,
carefree mood in “The Stolen Child.”
2. The sound devices in the fairies’ speeches create
a spooky mood and tone; those in the chorus give a
sweeter, hypnotic feel.
3. Onomatopoeia makes “The Fairies’ Lullaby” magical
and hypnotic; it helps create vivid nature imagery in
“The Stolen Child.”
Students should include the sound devices they
analyzed to create specific moods in their poems.
Students should read their poems aloud in an
expressive manner.
Do You Think I’m Crabby?
Primary Source Project: “Peanuts” Comic Strip,
page 44
Students should identify examples of characterization,
dialogue, humor, and theme in original “Peanuts” comic
strips. They should use these examples to help explain
the popularity and literary depth of “Peanuts.”
Students should deliver commemorative speeches
honoring Charles Schultz. In their speeches, students
should discuss one element of the comic’s artistry
and/or originality.
LEVEL I
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The Phantom Tollbooth
Clever Anaeet
Independent Reading Activity: Themes of The
Phantom Tollbooth, page 46
Independent Reading Project: Retelling a Folk
Tale, page 52
The themes students identify will vary, but they should
identify four themes from The Phantom Tollbooth
(novel), such as these themes: you will never be bored
if you look for what is interesting in everyday life; you
can use your knowledge and skills to solve problems;
you can learn from experiences; and you should
appreciate what you have and never take it for granted.
They should list details from literary elements that help
develop one of the themes. Students should then write a
personal response essay about this theme, using personal
anecdotes and examples from the novel.
Students should describe the point of view, main
characters, and moral or theme of their chosen folk tales.
They should identify appropriate strategies for telling the
story to their chosen audience. They should tell the story,
using a consistent point of view, vivid details, interesting
dialogue, and clear narration.
Unit 8
Arachne / The Orb Weaver
Cultural Connection Activity: Ancient Greek
Culture, page 48
Students should create and share an illustrated poster,
brochure, video, or other presentation that demonstrates
thorough research and understanding of their chosen
cultural field. Students should thoughtfully summarize
major accomplishments in other fields as reported by
their classmates.
Why Monkeys Live in Trees
Genre Study: Folk Tales Explaining Nature,
page 49
Students should demonstrate their understanding
of three folk tales by accurately describing the
literary elements of those stories in a chart and then
summarizing their observations of similarities and
differences in the treatment of those elements. Students
should draft an original folk tale explaining a feature of
nature. They should compare their stories with those
they have read and make revisions to better match the
genre.
The Magic Mortar / The Stone
Comparing Literature Activity: Characters in Folk
Literature, page 51
Students should complete the chart to compare the
young brother in “The Magic Mortar,” Maibon in “The
Stone,” and the protagonist of their chosen folk tale.
Then they should write an essay describing a protagonist
for their own folk tale, supporting their ideas with traits
of characters in the three folk tales they read.
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Level I - EMC Publishing

Transcription

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